Transcript PDSA in the Classroom - Continuous Improvement

PDSA in
the Classroom
http://quality.cr.k12.ia.us/PDSA/ar_research_index.html
Ground rules
created by
students
Classroom
mission
statements
Quality tools and
PDSA used
regularly
The
Continuous
Improvement
Classroom
Classroom
meetings
facilitated by
students
Student-led
conferences
Classroom and
student
measurable goals
Classroom data
centers
Student data
folders
PDSA; The Vehicle
Professional Learning
Communities Use To
Implement Change
Crucial Questions
What do we want
each student to learn?
What evidence do we have of the
learning?
How will we respond when some
students don’t learn?
Students Ask
What do I need to know or do?
Where am I now?
How will I get there?
What happens if I struggle?
Pre Planning: Identification of Need
1.
2.
3.
4.
Develop/Review Student Learning Expectations
Examine alignment of learning expectations with assessments
Review assessment data
Identify areas of need based on assessment
Identify areas of
What do we want students to know?
strength and weakness?
Plan:
1. Describe the current process for addressing the identified area of need (flow chart)
2. Review data to determine baseline performance in the specific area identified
(Run Chart/Pareto Diagram)
3. Identify potential root causes contributing to the identified area of need
(Cause & Effect Diagram, 5 Why’s, Relations Diagram)
4. Study research-based best practice/improvement theory addressing areas of need
What
HOW
dodo
they
we know?
know
What
if they
have
have
they
learned
learned?
it?
Act:
1. Standardize the implementation of researchbased best practice (improvement theory) that
improved student learning (revise the flow chart to
reflect changes made to the system)
2. If improvement theory was unsuccessful continue
the PDSA cycle (try another improvement theory
based on the next identified root causes)
Action
DO
Research
1. Plan for implementation of improvement theory
(Force Field Analysis, Action Plan)
Overview
2. Implement research-based best practices
improvement theory based on root causes according to
for
the Action Plan
Most
What
evidence
we
practice
havebest
3.
Monitoreffective/best
the implementationdo
of research-based
Professional
practice/improvement theory to insure integrity and
of
and
thelearning
learning?
strategies?
Learning teaching
fidelity
4. Assess student learning
Communities
Study:
1. Examine student assessment results (compare to baseline)
2. Assess the impact of research-based best practice/improvement theory on student
achievement
Have they learned it?
How
do
wewe
respond
if they
don’t?
What do
do if they
don’t?
Classroom SMART Goals
Set short term targets that step up to
long term goal!
 Long
term (What do I need to Know)
 Short Term (How will I get there)


Build confidence
I can learn this!
 Track
in classroom data center
 Students set & track goals in data folder
I can see my progress
Scaffold skills
 Deconstruct
into scaffolding
 What are the enabling skills?

Reading comprehension
• Main idea
• Cause & effect
• Sequencing
PDSA Cycle
Review
PDSA – Key Questions
Describe the current process for addressing the identified area
of need.
 How is it connected to the mission and goals?
 What is the problem and why are we selecting it?
 What is the current way this process is done or handled?
 What are the key measures for this process?
Plan for Change
 How will I sustain the positive
changes?
 What area will I work on next?
Standardize the implementation
 How can I incorporate the new
way of doing things to make it
part of my regular practice?
 How will I communicate/share
this best practice/improvement
theory?
 What staff development is
needed?
Plan For
Continuous
Improvement
Standardize
Improvements
Define the
System
ACT
PLAN
STUDY
Assess the impact through data review.
 Did my improvement theory work?
 How does this new data compare
to the baseline data?
Study The
Results
DO
Try Out
Improvement
Theory
What is the research-based bestpractice/improvement theory?
 What changes am I implementing?
 What are the drivers and restrainers?
 What is my data gathering plan to
see if my improvement theory
worked?
Assess
Current
Situation
Review data to determine
baseline performance in the
specific area identified.
 How big of a problem is it?
 What data do I have that
show current levels of
performance (baseline data)
of the area I’m trying to
improve?
 What do the data tell us?
Any new insights?
Analyze
Causes
Review the baseline data, what are the root causes that are
producing the results I’m getting?
 What does research say about how this system could be
improved?
 Study research-based best practice/improvement theory
addressing areas of need.
So.. After reviewing vocabulary assessment data,
teachers discuss options at a team meeting and use the
PDSA process
Plan
Continuous
Improvement
Standardize
Improvement
Define the
System
ACT
PLAN
STUDY
Study the
Results
DO
Try Out
Improvement
Theory
Analyze
Causes
They define how they are currently
teaching vocabulary (flowcharts)
Assess
Current
Situation
The team determines what other
in-process measures they could
use to see how students are
doing in vocabulary and they
collect data (run charts & pareto
diagrams) to get baseline
The team reviews the baseline
data they collected and discuss
root causes for the results they
see (cause & effect diagrams &
relations diagrams)
Once root causes are identified, each member researches
articles and best practices related to vocabulary instruction and
submits the best to the group (improvement theory)
Teams continue to use the PDSA cycle to make improvements in
the realm of their professional learning community
Members reflect, observe, practice,
receive feedback, gain expertise and
standardize the new vocabulary
instruction practice (new flowchart)
Plan
Continuous
Improvement
Standardize
Improvement
Members monitor student data to
determine effectiveness of
strategies (compare to baseline)
Members coach each other & may go
into each others classroom to
observe and provide feedback
Define the
System
ACT
PLAN
STUDY
Study the
Results
Assess
Current
Situation
DO
Try Out
Improvement
Theory
Analyze
Causes
The team writes an action plan to carry out the improvement theory in
their classrooms. Members practice newly-learned strategies
(improvement theory), and measure the effectiveness of the strategies
Estimation Check Sheet
Weekly Class Errors
Strategy
Hour 1 - Mr. Albert
Total
1-6
1
2
3
4
5
6
12-Sep
19-Sep
29-Sep
3-Oct
10-Oct
17-Oct
Addition
2
2
1
1
0
0
6
Subtraction
2
2
3
1
2
1
11
Multiplication
7
8
7
8
7
7
44
Division
10
11
10
11
12
10
64
Application
11
11
10
11
12
12
67
Total Errors
32
34
31
32
33
30
192
Number of
Students
28
28
28
28
28
28
Week
28 students
Estimation Check Sheet
Hour 1 - Class Errors
40
Total Number of Errors
35
30
25
20
15
9/12
9/19
9/26
10/3
10/10
10/17
Estimation Check Sheet Skills
Weeks 1- 6
100%
97%
100%
91%
180
90%
160
80%
120
100
80
35%
60
40
20
70%
60%
50%
40%
30%
20%
10%
67
64
44
11
6
192
0
0%
Application
Division
Multiplication
Item
Subtraction
Addition
Total N
Percentage
Numbe of Errors
This bar represents the total (N) of your pareto.
68%
140
What Do Your In-Process
Measures Look Like?
• Give some examples of “in
process” measures?
• How would you use them in…
–The Data Center
–Student Data Folders
–PDSA Efforts?
The Problem- Students aren’t waiting to
be called on during instruction
Define the
System
Plan
Define the System
Flow Chart
I have
an idea
I raise
my hand
Did my
teacher call
my name?
yes
Share my
idea out loud
no
Blurting out
anyway
Let’s collect some data to see how
our system is currently operating.
Plan
Assess
Current
Situation
/20
31
4/
03
1/2
00
3
4/
2/2
00
3
4/
3/2
00
3
4/
4/2
00
3
4/
5/2
00
3
4/
6/2
00
3
4/
7/2
00
3
4/
8/2
00
3
4/
9/2
4/ 003
10
/20
0
4/
11 3
/20
0
4/
12 3
/20
03
3/
Assess the Situation
70
Run Chart- baseline data
60
50
40
30
20
10
0
Let’s figure out what’s
causing the problem
Plan
Analyze
Causes
Analyze Causes
Force Field Analysis
• Driving Forces
• Restraining Forces
• We have good
ideas
• Sometimes we
remember
•
•
•
•
We get excited
We have a lot to say
We forget
We don’t like to
wait
Let’s try something different
to improve the behavior
Plan
Do
Try Out
Improvement
Theory
DO
Try Out Improvement Theory
• IF we try hard to remember to raise
our hands, and hang the run chart in a
place we can all see to help us
remember,
• THEN, we will remember to raise our
hands before we speak instead of
talking out.
Let’s see how our theory worked.
Did we make improvements?
Plan
Study the
Results
Study
Do
00
3
00
3
00
3
00
3
5/
9/
20
03
5/
11
/2
00
3
5/
13
/2
00
3
5/
15
/2
00
3
5/
17
/2
00
3
5/
19
/2
00
3
5/
7/
2
5/
5/
2
5/
3/
2
5/
1/
2
Study the Results
Run Chart- Data after trying out our theory
70
60
50
40
30
20
10
0
If it worked, let’s standardize our
improvements.
Plan for
Continuous
Improvement
Standardize
Improvement
Act Plan
Study
Do
00
3
00
3
00
3
00
3
5/
9/
20
03
5/
11
/2
00
3
5/
13
/2
00
3
5/
15
/2
00
3
5/
17
/2
00
3
5/
19
/2
00
3
5/
7/
2
5/
5/
2
5/
3/
2
5/
1/
2
/2
0
Baseline Data
40
(Before)
20
4/
03
1/
20
4/ 03
2/
20
4/ 03
3/
20
4/ 03
4/
20
4/ 03
5/
20
4/ 03
6/
20
4/ 03
7/
20
4/ 03
8/
20
4/ 03
9/
2
4/ 003
10
/2
4/ 003
11
/2
4/ 003
12
/2
00
3
31
70
3/
70
60
50
30
10
0
60
50
40
30
20
10
0
After
(Results)
Classroom PDSA
Examples
Short Form - PDSA Cycle
Plan Continuous Improvement
 Display PDSA Story Board
 Publish recommendations for all
 Create data gathering plan to make sure the
new system continues to work effectively
Standardize Improvements
 Create flow chart (representing the
improved changes to the process)
 Communicate changes to all
Study The Results
 Compare the data collected (after
the improvement theory was
implemented) to the baseline data
 Determine if improvements have
been made. If so, tweak the
process, standardize &
communicate
Try Out Improvement Theory
 Force Field Analysis (To anticipate road
blocks or barriers to the proposed change)
 Action Plan (The road map to carrying out
the improvement theory)
 After designated period of time of
implementing the theory or treatment, collect
data again (Using the same measures and
plan identified in “Define The System”)
Define The System
 Background Information/Customer Focus
(What is the purpose of the system?)
 Process Diagram (Parts of the system?)
 Flow Chart (Diagram the current process)
 Measures (To determine current level of
performance & gauge future improvements)
Data Gathering Plan
Collect data according to the plan


Assess The Situation
 Create a Run Chart (Using data
collected from the data gathering plan)
 Pareto Diagram- (Identify key culprits
of the problem- the 80/20 rule)
Analyze The Cause
 Cause & Effect Diagram (Focusing on


key culprits- data from the Pareto Diagram)
Relations Diagram (if several causes seem
to exist- use this tool to find root cause)
Create an Improvement Theory based on
the identified root causes (using data from
the relations diagram or cause & effect
diagram)
Source: Creating and
Using Data Folders by
Sally Duncan & Soren
Gormley PQ Systems
Source: Creating and
Using Data Folders by
Sally Duncan & Soren
Gormley PQ Systems
S.M.A.R.T. Goal: In ____ weeks, _________, will
__________________________________________
as measured by the attached rubric.
1
2
3
1
2
3
Baseline
Score
Date
Week 1
Week 2
Week 3
Week 4
Sharing
• How could you involve students in
the PDSA process in your
classroom?
–What are the “probletunities” that
students could help solve?
–How could data folders and data
centers help involve students in
PDSA?